This document outlines the inquiry process used to investigate a topic, including surveying students to gather results and determining next steps. It discusses carrying out the inquiry process and implementing what was learned in the classroom.
Fletcher’s work with his LAMPE colleagues (Ní Chróinín, Fletcher, & O'Sullivan, 2015) outlines some benefits they see in the self-study approach:
1. That self-study can capture opportunities and challenges and provide self-illumination while sharing insights on pedagogies of meaning making
2. That self-study forced them to analyze their teaching practices, make judgements and identify enabling and limiting aspects of their practices.
3. That self-study engaged them in questioning of their pedagogy.
4. That self-study provided the tools for a systematic inquiry into the complex nature of their practice.
My literature review was fairly extensive. Using data base searches brought lots of results to review. However, the bulk of the research that guided me was from the LAMPE group and their references along with a number of related articles I found when looking at Taylor and Francis Online.
The literature review resulted in five categories on which I focused my inquiry.
5 methods of data collection were used to provide credibility to the data and to provide a variety of sources from which to investigate the problem.
Documents
Personal Journaling
Non-Participant Observer
Critical Friend
Student Surveys
Data Collected from a student survey as well as a non-participant observer was cross referenced with documents, personal journaling and critical friend discussions to look for trends that may indicate a congruence or a conflict between teacher and student values and interpretations of meaningfulness.
This quote from Scott Kretchmar sums up how I hope to plan for meaningfulness for my students.
By focusing on Delight so many other elements of a quality PE program may be achieved...
students will be experiencing fun an joy in the moment,
will be engaged and intrinsically motivated to participate and challenge themselves,
and will practice skills, and achieve outcomes in a positive social environment.
Students in my research were very engaged in sharing their voice with regard to the PE program. Moving forward I am looking at ways to continue to develop student voice and a more student centered program.
Teachers have identified difficulties mainly in terms of practical organization (timetables, facilities, availability) but also felt some inadequacy in teaching physical and sports activities.
But this doesn't have to be the case.
Movement Breaks
- yoga/stretching
- exercises
Active Environments
- Desk Cycles, Sanding Desks,
The CDC states, physical activity can have an impact on cognitive skills and attitudes and academic behaviour, all of which are important components of improved academic performance. These include enhanced concentration and attention as well as improved classroom behaviour. (July 2010)
https://www.cdc.gov/HealthyYouth/health_and_academics/pdf/pa-pe_paper.pdf
Active Living Research.org
Do Short Physical Activity
Breaks in Classrooms Work?
This brief summarizes the research on how programs that provide classroom physical activity breaks impact physical activity, on-task behavior, health, and related factors in children. This brief focuses on activity breaks conducted in the classroom, and does not cover physical education, recess, or physical activity breaks outside of schools.
Providing short physical activity breaks during the school day increases physical activity, can help improve on-task behaviour, and improves some measures of health in students.
